Presents five essential strands that should be spiraled through social studies curriculum. Argues these strands suggest concepts that need to be developed. Lists key concepts and presents a way to teach ideas and concepts to intermediate-grade students. Outlines a teaching/learning sequence for concept development and illustrates how the concepts…

Two cooperative learning techniques are presented for achieving carryover of speech and language skills: a speech-language peer homework monitoring system; and a contractual system among the student, the clinician, and the student's class in which group contingencies foster cooperative interactions. (JDD)

Describes a learning activity that focuses on integrated instruction in reading, writing, math, science, public speaking, and social skills in an atmosphere of cooperative learning. (MG)

Describes the methods of two teachers who placed students in collaborative writing groups and asked students to assess their writing groups in personnel assessment memos to the instructors. Examines selected examples of these memos with regard to collaborative processes and the skills used most frequently by students. (HB)

Compares traditional instruction in poetry with collaborative learning in poetry with grade-three students. Finds that the collaborative learning strategy led students to more mature responses to poetry than the teacher-directed strategy. (RS)

Presents a classroom activity in which students work in groups to develop a national budget. Requires students to consider economic factors such as inflation, unemployment, and taxation. Includes charts and a national budget work sheet. (CFR)

Describes the pros and cons of using small groups in the English classroom. Considers why some teachers succeed while others fail when trying to use small groups. Provides and illustrates four discussion-leading techniques which facilitate small group interaction. (HB)

Describes the way four teachers utilize and foster small group discussion in the English classroom. Provides numerous experiences that practicing English teachers have encountered in using small groups. Gives specific classroom techniques and advice for small group discussion administration. (HB)

Compared two physical science laboratory sessions in a course for elementary/middle level preservice teachers. One section was taught in the traditional method, and the other was instructed using cooperative learning. No significant differences were observed in achievement. The cooperative learning group exhibited significant gains in…

Describes the difficulties caused by educators holding to a view of teaching that assumes that there is one "pedagogically correct" way of running a classroom. Provides three examples of harmful pedagogical correctness ("untracked" classes, cooperative learning, and testing and test-wiseness). Argues that such dogmatic views of…

Tests an intervention model of constructive conflict resolution (CCR) and cooperative learning in three urban high schools. Findings show that improvements in CCR increased social support and decreased victimization for the students. These changes improved student's attitudes, self-esteem, interpersonal relations, and academic achievement. (GLR)

Describes cooperative class projects carried out by at-risk high school students on a variety of topics about Native Americans and involving in-depth research and multimedia presentations of their findings. (SR)

Two articles discuss changes that are making technology useful to teachers. After examining computer uses in education, the articles describe new research and educational technology trends, and products and projects that got three teachers hooked on technology. (SM)

Asserts that children learn best and remember more when they are involved in active learning. Includes two lesson plans in which elementary students create a learning environment. Maintains that students developed a long-term interest in the topics and enjoyed the projects. (CFR)

Thirty-four fifth graders in three conditions worked in pairs to learn science materials presented in classroom lessons. Students who used highly elaborated question stems outperformed those using less elaborated systems and unguided questions. Findings indicate that structured guidance in asking questions elicits explanations that mediate…